ASSESSMENT DESCRIPTION

Assessment Details

Course Code: ECE 3203

Course Name: Learning through Literature
Course Teacher: Antoinette Wiseman
Task Title: Coursework – Portfolio
Task Description: In small groups (3-4 students), create a e-
portfolio of culturally and age-appropriate
appropriate children’s literature. Justify your
selection and discuss the genre as well as the
potential for learning within UAE schools.
(Outcomes: 1,2,3)
The groups will be randomly selected by the teacher.
Special Students are expected to demonstrate effective collaboration
Instructions: skills: You must share ideas and help edit each other’s
work before submitting a final product.

This portfolio includes the following:

1. Focus on Early Childhood literature (4-5 years old).

2. Present 8 samples in total

(digital and non-digital samples can be included).

 Include 4 audio/video examples (2 each)

reading with a child/children
3. At least 4 different genres must be represented.

4. Answer the questions provided in the template

(below) to critically examine the possible uses for
teaching and learning using the selected books.

5. State clearly who contributed to which part of the

portfolio.

6. Each person to include a list of who you

collaborated and with whom.

7. The completed portfolio will be submitted via BBL.

Make sure that all names appear on the cover page.

Weighting: 30%
Due Date: Week 6, February 18 2020 9:00pm

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 Grading/Marking Your grade will be determined using the
Criteria: relevant criteria from the attached rubric.
(to be determined
by the teacher using
the attached
criteria matrix)
Late Penalty: Unless special circumstances are agreed with
the course teacher regarding late submission,
work submitted 1 working day late will be
deducted 10%, 2 days late 20%, 3 days late 30%
and any work submitted more than 3 days late
will get a zero mark.
Academic Breaches of Academic Honesty will be treated
Honesty: with the utmost seriousness. You are reminded
the penalties for cheating or plagiarism include
dismissal from the HCT.
(for more information please refer to Academic
and Student Regulations, HCT Academic
Honesty Policy, Student Handbook)

HCT Graduate Outcomes Addressed

1. Communication and Information Literacy ☒

2. Critical and Creative Thinking ☒

3. Global Awareness and Citizenship ☒

4. Technological Literacy ☒

5. Self-Management and Independent Learning ☒

6. Teamwork and Leadership ☒

7. Vocational Competencies ☒

8. Mathematical Literacy ☐

v. 2015-02-16 2
 ASSESSMENT COVER PAGE

Course Name: Learning through Course Code: ECE 3203

Literature

Instructor
Antoinette Wiseman
Name:

Task Title: Coursework – Portfolio

Due Date: Week 6, February 18 2020 Date

9:00pm Submitted:

Instructors Antoinette Wiseman

Name:
Student Name:

Student ID: Section:

Late Penalty:
Unless special circumstances are agreed with the course teacher regarding late submission, work
submitted 1 working day late will be deducted 10%, 2 days late 20%, 3 days late 30% and any work
submitted more than 3 days late will get a zero mark.

Academic Honesty:
Breaches of Academic Honesty will be treated with the utmost seriousness. You are reminded the
penalties for cheating or plagiarism include dismissal from the HCT.
(for more information please refer to Academic and Student Regulations, HCT Academic Honesty Policy,
Student Handbook)

Student Declaration:
This assignment is entirely my own work except where I have duly acknowledged other sources in the
text and listed those sources at the end of the assignment. I have not previously submitted this work to
the HCT. I understand that I may be orally examined on my submissi on.

Signature ___________________________ Date:__________________________

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 TEMPLATE to be used for each literature sample in the Portfolio

Picture/photograph
(eg. cover page)

Title Lucy’s Box

Author’s name John Prater

Illustrator’s name John Prater

Date of (original) 1996-2001

publication

Genre & This is a non-fiction ( fantasy)

characteristics
because it’s animal talks

Why is it
appropriate and  Why is it age appropriate?
interesting to 4-5 The language is easy, and this story will develop the children to understand new
year old children? words and how to count.

 Appropriate language level?

This story is for 4-5 years level because the level of the language is simple and
they can understand it
 What makes it interesting to 4-5 year olds
Because It talks about a dragon that help Lucy to paint, and it’s colorful

How does it *Does it support the teaching of:

support teaching  Language?
and learning?
 Social/cultural values?
(Identify the LO  Specific skills?
where possible)  Concepts, ideas, knowledge (science, math, history, geography, …)
 Ethics/morality?
 Creativity, expression, communication
 Psychology (emotions)
 etc.

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 * Be sure to justify your statements
(Eg. “This book addresses cultural values in UAE society such as...”)

This book addresses culture values in UAE society such as creativity because
Lucy and the dragon will start to paint together. And it can develop the language
for the students be learning new names of color’s. the teacher can link this to
English subject by learning new words. And in math the teacher can ask the
students how many colors are mentioned there’s and how many brushes the
dragon is having on his hands

Potential In our culture, we can’t talk animals because it’s a wrong thing because the
challenges involved animals can’t respond with us with words they can do actions but not talking to
in exploiting this us and help us to paint. And Lucy’s dad doesn’t like mess, Lucy and the dragon
book with 4-5 year had a messy thing so we have to listen to our fathers and don’t do what they
olds in UAE don’t like
schools

Reflection:
I read for my brother Lucy’s box, the story is about a girl her name is Lucy she like to paint, so she decided to
open the box that’s written on it her name when she open i t she surprised that there was a dragon with the
paints, the dragon told her “hey Lucy let’s paint “, so they started to paint by red and orange then yellow and
green and the last blue and purple after all they had to do the rainbow. Lucy had a tidy and cl ear rainbow but
the dragon had a messy drawing so he asked Lucy does your dad like rainbows? Lucy said yes, he does but he
doesn’t like mess. The dragon gets sad but they cleaned up the place before the dad come back to the house
and he asked Lucy to paint with hi. I asked my brother some questions like “is the box large or small” he
answered “large” and I asked him how many brushes is the dragon having on his hand, he counted “1, 2, 3 he
have 3 “. when I flipped the page, my brother starts to say the color s without me helping him after he saw all
the colors he saw a rainbow he told me “they are drawing a rainbow”. In the end, I asked my brother what
did you understand from the story he told me “we have to clean up and listen to my father”

The audio:
https://drive.google.com/file/d/1Jv0PxGviZPqnaMNzL9Ki9T1maxVhbzNd/view?usp=sharing

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 GRADING/MARKING RUBRIC
ACHIEVEMENT INDICATORS
Achievement that does not meet requirements

Significantly below course Below course

GRADING/MARKING requirements requirements – Achievement that Achievement that is
Achievement that minimally meets Achievement that is
Assessment has Clearly does achievement satisfactorily outstanding relative
CRITERIA the course requirements
meets the course
significantly above the
to the course
not been not meet the that narrowly course requirements
submitted at requirements does not meet requirements requirements
all, is not- the
existent or not requirements
carried out

Letter Grade F D D+ C- C C+ B- B B+ A- A

Percentage for 70 – 77 – 80 – 84 –
0 30 59 60 – 63 64 – 66 67 – 69 74 – 76 87 – 89 90 - 100
Gradebook 73 79 83 86

GPA 0 1 1.3 1.7 2 2.3 2.7 3 3.3 3.7 4

1. With reference to section 8 of the Assessment Handbook, the following serves as a set of various assessment criteria and grade descriptors suitable for many different assessment tasks.
2. The assessment rubric can be customised in the following two ways:
- by selecting grading/marking criteria which suit a specific assessment task
- by adding specific details under the criterion and its corresponding achievement indicators. NOTE: Don’t change the original language - just add clarification, if needed.
3. The HCT Grading System is accessible at: https://portal.hct.ac.ae/sites/pnp/cass/Pages/lp209.aspx.

CONTENT AND KNOWLEDGE

Depth of subject Little to no relevant Significant gaps in Some understanding of Demonstrates a good Demonstrates a detailed, Demonstrates a detailed,
knowledge knowledge included. knowledge and/or misuse knowledge is shown, but factual/conceptual systematic knowledge base. systematic, in-depth
Displays knowledge of and/or misunderstanding of there is misuse or understanding and uses knowledge base, with
topic/subject/theory facts, terminology and misunderstanding in some appropriate terminology. some appreciation of the
theory. Some minor omissions, but

v. 2015-02-16 6
including range, depth and areas that leads to most knowledge is covered provisional nature of
accuracy of subject. incoherence. and understood. knowledge.
Individual

Explanation and Fails to explain or describe Explains or describes ideas Explains or describes ideas or Generally explains or Explains or describes idea Clearly explains or
Description ideas or concepts. or concepts but with little concepts with minimal describes ideas or concepts or concepts clearly with a describes presented ideas
Explains presented evidence or justification. adequacy. Some adequately. good level of detail. or concepts clearly and
ideas/concepts adequately Many ideas are incomplete. explanations/descriptions comprehensively using
Individual need more evidence and/or evidence and justifications.
justification and/or more
detail.
Use of literature/reading Little or no relevant Very limited evidence of There is evidence of use or Evidence of some Evidence of independent Evidence of independent
Uses a sufficient range of engagement with and/ or reading and use of sources. sources, but literature is used independent reading from reading from a range of reading from a wide range
appropriate resources for use of the literature. Uses Some sources are in a very limited or appropriate sources. There appropriate sources. of sources. Clear, accurate,
the completion of the unreliable and/or inappropriate and/or descriptive way. is application of literature. Literature is well applied systematic, application of
assigned task. inappropriate sources. overused. Uses some primary and and some critical insight is material. Shows the ability
secondary sources. shown using the literature. to appraise and critically
assess material for use.
Depth of Analysis No evidence of critical Critical thinking/ analysis is Demonstrates limited insight Demonstrates some critical Demonstrates good critical Evaluation of data,
Examines the problem or thinking or analysis. very limited/ superficial but recognizes alternative insight and is able to insight, drawing on data, theories and/or evidence
situation and understands and/or (largely) incoherent. positions. Few compare and contrast theory and/or evidence to leads to valid, insightful
its central features. Limited arguments or arguments/and or inferences alternative positions, and/or support arguments/ conclusions. Arguments
Demonstrates solid inferences have been made based on evidence/data/ generate arguments or inferences which are and/or inferences are
understanding to consider and not connected or have theory. inferences, sighting evidence generally clear and clear, coherent, tenable
relevant facts and used evidence/data/theory. (theoretical or experiential) coherent and lead to and, where appropriate,
evidence leading to sound to support their case. noteworthy insight. original.
conclusions and/or fresh
insights Individual

LANGUAGE CRITERIA
Coherence & Cohesion - Does not present
ideas coherently and
there is no clear
progression in the
response.
- Does not use/ uses
very limited range of
basic cohesive devices.
- Presents information
and ideas but these
sometimes lack
coherent
arrangement.
- Displays lack of
overall progression in
the presented text.
- Organizes ideas in a
coherent way with some
sense of progression.
- Uses cohesive devices
between paragraphs and
sentences although some
repetition and/or inaccuracy
is evident.
- Arranges information
and ideas coherently and
there is a clear
progression.
- Presents information in
paragraphs with a clear
topic.
- Links ideas and topics - Sequences
and presents them in a information and ideas
sequence throughout. logically.
- Marks main Paragraphs - Manages
with a central topic paragraphing in a
which is supported by skillful way leading to
evidence and/ or continuity between
examples. paragraphs.

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PRESENTATION AND STYLE
Presentation tool and
message (Visual)
Selects and presents a
tool(s) that is appropriate
to fulfill requirements of
the task (e.g. Poster,
Powerpoint, video, etc.).
Referencing & Citation
Adheres to APA guidelines
for referencing and
citations.
21st CENTURY LEARNING SKILLS
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Presentation is
disorganized and/or
incoherent and/or the
medium is non-visual.
Little or no
acknowledgement of
sources of information in
text and/or reference list.
- Makes minor errors or
- Does not use inaccuracies. - Shows a logical - Uses a wide range of
cohesive devices organization within and cohesive devices in an
between sentences - Uses cohesive devices between most of the appropriate way.
consistently. effectively although paragraphs so ideas are
sometimes these may be linked using cohesive
faulty. devices.
Presentation is Visual aspects and/or structure Presentation has a sound Presentation is clear and Exceptional and creative
disorganized and lacks of the presentation is adequate structure and some visual has a good visual effect, presentation with strong
appropriate support but limited. impact. containing some creative, visual impact which
from visual tool. individual elements. enhances the message.
Some sources of Sources of information Sources used are Sources used are Sources used are
information acknowledged but links acknowledged in the text acknowledged in the text acknowledged in the text
acknowledged but links between text and reference list and reference list. and reference list. and reference list and used
between text and is inconsistent. Attempts to Referencing follows the APA Referencing follows the effectively to support
reference list is unclear follow the APA system but system with a good level of APA system with a good discussion. Referencing
and/or inaccurate. elements of individual accuracy, especially with level of accuracy follows the APA system.
Referencing does not references are inaccurate. more straight forward throughout. All elements of individual
follow the APA system as sources eg. books, journal references are present and
elements of individual articles. Elements of more correct.
references are complex citations may
incomplete and/or contain minor errors.
absent.
8
Collaboration & Teamwork
Shows suitable behavior for
working with others and in
diverse teams
Individuals to include a list
of how and with whom you
collaborated.
Grading/Marking
Comments:
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Does not collaborate with Collaborates reluctantly
others. and inconsistently in class
activities and assessment
tasks.
Some ability to work Productive and positive but
collaboratively, but is requires some guidance
inconsistent. from the team and/or
teacher.
9
Demonstrates initiative and
respects team members.
Contributes ideas and
solutions to problems or
conflict.
Consistently provides
leadership as well as
support. Compromises to
accommodate common
goal. Contributes
positively and
productively. Takes
initiative and
responsibility.